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World Views (including RE)

‘Building powerful knowledge to grow confident & creative global citizens.’

Students study World Views as it is vital in a modern community to understand and appreciate the values and beliefs that diverse cultures across the globe have.  In modern Britain, education, medicine, the state of the local and global community is, has been and will continue to be shaped by religion.  World Views allow students to become informed global citizens as the subject gives context and the history to nations and practices. This includes that of culture and tradition, beliefs and practices within race, norms and values. We explore the concepts of right and wrong (through study of war and peace), relationships (through community and conflict) as well as spheres of influence and behaviour.  Having a sound knowledge of religion, beliefs and ethics enables students to understand themselves, their surroundings and society.  Students gain the cultural capital and develop religious literacy to articulate themselves in contemporary British society, to justify, to debate and to give precedence to argument. Students explore the difference between culture, religion and race. Additionally, this knowledge forms the foundation for making informed decisions and judgements and to enable students to participate in international ethical debate and issues within society today. This includes challenging perceived normal, stereotyping, fake news, tabloid headlines and biased reporting. Language for learning is embedded within study and is prioritised.  World Views at Lincoln Academy is structured in a way that enables students to interact with, challenge, question, appreciate and understand the role of belief in society today.

Religion and ethics taught as lessons follows the SACRE Lincolnshire model and prepares students for the future developing their understanding of global beliefs and lifestyles.

Our recovery curriculum supports students' academic progress by acknowledging potential missed learning opportunities, supporting student wellbeing and facilitating enrichment.  We continue to develop students resilience and sense of achievement fostering their ambition and celebrating their successes.

Our Curriculum at Lincoln Academy is adapted to ensure that all students are appropriately supported and challenged in their learning.

We are committed to ensuring that pupils with SEND can fulfil their potential and achieve their best. Differentiation is used to ensure that new learning is matched to the pupils needs while allowing all children to be stretched and challenged. The Individual Profiles and EHCP’s for SEND identify specific strategies of support and intervention to support individual learning needs. Planning and teaching is adapted so that the curriculum can meet individual learning needs so that personalised learning can take place.

In Worldviews we use have high ambitious for students learning of core vocabulary. Explicit vocabulary supports all learners in this. Learning is chunked to support long term memory and aid students in their progression. Students with additional visual needs are supported through their individual plans. The I / WE / You process of modelling is commonplace and helps learners to develop their extended writing. Teachers help children to avoid cognitive overload by scaffolding of tasks and appropriate use of visual clues. Students are guided towards independence and appropriate personalised support is given.

Year 7

Module 1

  • An introduction to the religious landscape of the UK (local and global)
  • How religious is the UK?
  • Who are the ‘nones’?
  • An introduction to atheism, humanism and agnosticism
  • What shapes our belief and identity?

Module 2 – 3

  • What is Judaism and how did it begin?
  • What do Jews believe about the Messiah?
  • How should I live if God is dead?
  • What laws do Jews live by and what do they believe about these laws? Inc Kosher
  • Is animal life as important as peoples?
  • Why have Jews been persecuted?
  • If God is Omni… how does this present difficulties when considering issues like the holocaust?
  • The value of human life – Jewish law versus British law?
  • Jewish Identity making and keeping ancient tradition alive – How does this compare to Lincolnshire (rituals/celebration/festivals)
  • Why is there conflict in the Holy land?
  • How have Jews tried to create their own state? (Zionism)

Module 4 – 6

  • 2.2 billion people follow Christianity – but where did it come from?
  • Is Britain a Christian Country?
  • How diverse is Christianity? (denominations, Qakers, Amish, Salvation Army)
  • Sources of authority - Is the bible relevant today? (media and atheist advertising Charles Darwin)
  • Did the universe have a beginning? What do Christianity and Judaism say?
  • Are Science and Religion competing?
  • Will the universe have an end?
  • Slavery and the crusades.
  • Should women lead the Church?
  • Why do some people think religion is sexist?
  • Why does God allow evil and suffering?

Year 8 (2020 cohort)

  • Where did Islam come from?
  • How has it spread?
  • Islamic sources of authority and practice.
  • Conflict, terrorism and the media.
  • An eastern comparison.
  • Is Buddhism a religion?
  • How does Buddhism compare to non-religious worldviews?

Year 8 (2019 cohort)

Module 1 – 2

  • Festivals, celebration and religion

Module 3 – 4

  • Rites of passage

Module 5 – 6

  • Pilgrimage

Year 9

Module 1 – 2

  • Christian beliefs

Module 3 – 5

  • Christian practices

Module 6

  • Islamic beliefs

Year 10

                Specification title: AQA Religious Studies

                                 Islamic practices

                                 Religion, relationships and families

                                 Religion and life


Specification Link:


Year 11

Specification title: AQA Religious Studies

Religion, crime and punishment

                Religion, peace and conflict

Specification Link: